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Nature and Scope of Cooperative Education

Cooperative Education Definition Program of occupational education for

persons who, through written cooperative agreements between school and employers, receive instruction, including required academic courses and related classroom instruction by alternation of study in school with a job in any occupational field

Experiences planned and supervised by school

Cooperative Education Characteristics

Prepare students for realities of work Help them adjust and make transition from

school to workPlanned career development program,

designed at a minimum to produce entry-level competence


Opportunity for employers to assist in training – for themselves and for the occupational world

Method whereby instructors of in-school occupational courses can get feedback from potential employers of trainees


Logical approach for pre-employment program designed to break poverty cycle of some youth

Means of providing realistic opportunities to apply and test skills and knowledge learning in school

Work-Based Career Education Plans

Cooperative Education—Used in agriculture; business, marketing, and management; health, and technologyAgricultural Cooperative Education (ACE)Cooperative Office Occupations (OO)Cooperative Marketing Occupations (MO)Health Occupations (HO)Home Economics and Related Occupations

(HERO)Industrial Cooperative Education (ICE)


Work Experience and Career Exploration Program (WECEP)—For 14- and 15-year-old at-risk students

Special Education Coop—Allows special education students to acquire marketable skills and knowledge in an occupation


Cooperative Work Training - Designed to give students work experience without specific career direction

Interrelated Cooperative Education - All career areas are included in same related class and are coordinated by one coordinator

Apprenticeship - Entry level employment training toward a career in cooperation with a labor union

Non-cooperative Work Programs

Work ObservationObserves different work for few weeksNot paidMay or may not be tied to a class

Work ExplorationBriefly try out number of jobs

General Work ExperienceNo related class and limited school

supervision

HISTORY

History of Cooperative Education

1906 - Started at University of Cincinnati in engineering

1909 - HS cooperative education program started in Fitchburg, Massachusetts, in cooperation with General Electric

1910 – HS cooperative courses established in Cincinnati public schools


1911 – Experimental HS program established in York, Pennsylvania

1912 – First retail cooperative training program in Boston HS

1914 – Cooperative instruction established in Dayton Cooperative High School

1915 – Programs established in ten New York City schools


1917 - Smith-Hughes Act Provided $7 million for vocational education

in agriculture, trades and industry, home economics, and teacher training

1929 - George-Reed Act Authorized an increase of $1 million annually

for four years to expand voc ed in agriculture and home economics

History of Cooperative Education1934 - George-Ellzey Act

Replaced previous legislation. Authorized an appropriation of $3 million

annually for three years for agriculture, home economics, and trades and industry

1936 - George-Deen Act Authorized, on a continuing basis, an annual

appropriation of $14 million for the previous three occupations, but added distributive occupations (marketing)

History of Cooperative Education1946 - George-Barden Act

Authorized larger appropriation ($29 million) for voc ed in agriculture, home economics, trades and industry, and distributive occupations

1956 - George-Barden AmendmentsAdded practical nursingAdded fishery occupations


1958 - National Defense Education ActFunded technical occupations necessary to

national defenseResponse to Sputnik I

1962 - Manpower Development Training ActEased dislocated workersAssisted economically disadvantaged


1963 - Vocational Education Act Maintained, extended, and improved

existing programsProvided instruction so persons of all ages

would have access to vocational training. Added business education

1968 – Vocational Education AmendmentsMandated programs for disadvantaged and

handicappedProvided consumer homemaking by

contract


1973 - Comprehensive Employment Training ActReplaced Manpower Development Training ActTransferred decision making from DC to local and

state governments1976 - Vocational Education Amendments

Extend, improve, and maintain existing programsDevelop new programsDevelop programs to overcome sex

discrimination and stereotyping


1982 - Job Training Partnership ActEstablish programs to prepare youth and

unskilled adults for entry into labor forceAfford job training to economically

disadvantaged facing critical barriers to employment


1984 - Carl D. Perkins Vocational Education Act Expanded and enlarged existing programs and

programmatic opportunitiesEconomic goal – improve skills of labor force

and prepare adults for job opportunitiesSocial goal – provide equal opportunities for

adults in vocational educationSwitched from expanding programs to

improving programs and addressing at-risk populations


1990 - Carl D. Perkins Vocational and Applied Technology Education ActEmphasized:

Integration of academic and vocational educationArticulation between segments of educationCloser linkages between school and workRequires states to develop systems of performance

measures and standards


1994 - School-to-Work Opportunities ActAddressed national skills shortageEmphasized preparing students with

knowledge, skills, abilities and information about occupations and labor market to help make transition from school to employment

Elements included: collaborative partnerships, integrated curriculum, technological advances, adaptable workers, career guidance, work-based learning


1998 - Carl D. Perkins Vocational and Technical Education Act Encourage career and technical education

reform, innovation, and improvementTech prep was reauthorizedStrengthen academic, vocational, and technical

skillsProvide students with strong experience in and

understanding all aspects of an industryDevelop, expand, or improve use of technologyNew accountability measures - performance


Each year, the appropriation is in jeopardy and career and technical educators fight for their existence.

LEGAL BASES

Teacher-Coordinator Qualifications

Valid teaching certificate24 hours in area of specialization including a

methods course2,000 hours work experience in related

occupationLicensure, if required by lawSix semester hours of CE coursework

Number of Members

Not more than 12, including ex-officio school members

Small committees typically meet more often and accomplish more work

Some members may serve on general and occupational advisory committees

Duties of Members

• Chairperson - Should be a community member who will work closely with coordinator to plan and who will conduct effective meetings

• Vice-Chairperson - Should work closely with chair so that he/she can take over in absence of chair

Duties of MembersSecretary - Usually furnished by school and

is not a member of committeeTakes minutes and works with coordinator to

disseminate minutesPerforms other duties to assist chair, vice

chair, and coordinator

CONCEPTUAL FRAMEWORK

TYPES OF COOPERATIVE EDUCATION

Types of Cooperative Education

Internships – Work experience required in professional degree programs; for post-secondary programs

Job shadowing – School-sponsored and supervised program in which students are placed with one or more employers for short period of time; secondary and post-secondary students

cooperative educationfinal

Education

scope of cooperative

cooperative instruction

business education

vocational education

noncooperative work

hs cooperative courses

national defense education

written cooperative